In A Class by Themselves?, Jason Ellis provides a erudite and balanced history of special needs education, an early twentieth century educational innovation that continues to polarize school communities across Canada, the United States, and beyond.

Co-Teaching in Higher Education, edited by Daniel Jarvis and Mumbi Kariuki, brings together an international group of educators and scholars to examine the theoretical frameworks and practical experiences relating to co-planning, co-teaching, and co-assessing at the post-secondary level.

In Constructing Policy Change, Linda A. White examines the expansion of early childhood education and care (ECEC) policies and programs in liberal welfare states, including Australia, Canada, New Zealand, the UK, and the USA.

Building on the concept of a “teaching community,” Heble and his contributors explore what it might mean for teachers and students to reach outside the walls of the classroom and attempt to establish meaningful connections between the ideas and theories they have learned and the broader community beyond campus.

Succeeding Together? is an institutional ethnography that analyses front-line accounts from mothers, teachers, and child welfare workers to explore the educational issues facing abused and neglected children outside of foster care.

Prairie Rising provides a series of critical reflections about the changing face of settler colonialism in Canada through an ethnographic investigation of Indigenous-state relations in Saskatoon, Saskatchewan’s largest city.

Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy.